Title:Survival of the Brainiest Overview: Review powerpoint (15 min) Explanation of activity (10 min) Natural selection game (45 min) Quiz (20 min) Standards (Links) https://riscienceteachers.wikispaces.com/LS3+%289-11%29+-+7 Objectives Students will be able to... - Observe how geographical isolation yields different adaptations - Infer the relationship between this process and differences in evolutionary branches of species Materials / Preparation Notes - index cards - markers -explanation of game - powerpoint
- graphic organizer To prepare for his class I will need to create around 30-50 flash cards about what we have learned so far. The cards will have a question on the front and a blank on the back. These cards will then be taken outside to an open area and hidden amongst playground equipment, trees, shrubs, etc. Instruction Opening: To begin this class I will first explain that we are continuing our lesson from the previous day on natural selection. However it will be in the form of a competition. I will explain that myself and a cooperating teacher (who is covering the same unit) will be pitting the classes together in a “survival of the brainiest” quiz game. To refresh their memories I will show a short review powerpoint of what we have learned so far. Activities: To explain the activity I created a worksheet to hand out to the students along with a graphic organizer I created just as a small bonus to help them with the material.
The lab is called “survival of the brainiest” - To begin the lab I will give out the worksheet and the graphic organizer - There will be two classes going head to head to gather as many index cards with biology related questions and answer them correctly. - The two classrooms represent one species separated by a geological boundary such as a fast moving river. This simulates how each separate population of the same species evolve differently and when reintroduced to the same environment will compete for resources with their adaptations they gathered independently. - After a quick review in each class, they will head outside where I had previously hidden many index cards with quiz questions on them. - The students will be tasked with finding cards, answering them, reporting to either myself or my college, stating their team name and the correct answer to gain a point. A correct answer means the student “survives” and an incorrect answer means that they become “extinct” the team with the most “survivors” wins and will receive an extra 3 points on their quiz at the end.
Closing: To finish this lesson the students will come back inside and complete a quiz about natural selection.
Overview:
Review powerpoint (15 min)
Explanation of activity (10 min)
Natural selection game (45 min)
Quiz (20 min)
Standards (Links)
https://riscienceteachers.wikispaces.com/LS3+%289-11%29+-+7
Objectives
Students will be able to...
- Observe how geographical isolation yields different adaptations
- Infer the relationship between this process and differences in evolutionary branches of species
Materials / Preparation Notes
- index cards
- markers
-explanation of game
- powerpoint
- graphic organizer
To prepare for his class I will need to create around 30-50 flash cards about what we have learned so far. The cards will have a question on the front and a blank on the back. These cards will then be taken outside to an open area and hidden amongst playground equipment, trees, shrubs, etc.
Instruction
Opening: To begin this class I will first explain that we are continuing our lesson from the previous day on natural selection. However it will be in the form of a competition. I will explain that myself and a cooperating teacher (who is covering the same unit) will be pitting the classes together in a “survival of the brainiest” quiz game. To refresh their memories I will show a short review powerpoint of what we have learned so far.
Activities: To explain the activity I created a worksheet to hand out to the students along with a graphic organizer I created just as a small bonus to help them with the material.
The lab is called “survival of the brainiest”
- To begin the lab I will give out the worksheet and the graphic organizer
- There will be two classes going head to head to gather as many index cards with biology related questions and answer them correctly.
- The two classrooms represent one species separated by a geological boundary such as a fast moving river. This simulates how each separate population of the same species evolve differently and when reintroduced to the same environment will compete for resources with their adaptations they gathered independently.
- After a quick review in each class, they will head outside where I had previously hidden many index cards with quiz questions on them.
- The students will be tasked with finding cards, answering them, reporting to either myself or my college, stating their team name and the correct answer to gain a point. A correct answer means the student “survives” and an incorrect answer means that they become “extinct” the team with the most “survivors” wins and will receive an extra 3 points on their quiz at the end.
Closing: To finish this lesson the students will come back inside and complete a quiz about natural selection.
Assessment Notes
The students will be graded on their quizzes they receive at the end.